By Lisa Snyder. Aspergers Syndrome is... A neurological (brain-based) condition first formally identified by Austrian Hans Asperger in 1944; research.

by Lisa Snyder

Asperger’s Syndrome is...A neurological (brain-based) condition first formally identified by Austrian Hans Asperger in 1944; research lost in post-European war falloutAlso researched by Leo Kanner in 1943; ideas overrun by Freudian ideas of nature over nurture, refrigerator mom theory British doctor Lorna Wing connected the two in 1981, but primarily adapted Asperger’s definitionOfficially part of DSM in 1994Part of the Pervasive Developmental Disorder category (PDD); it is a developmental disabilityA “spectrum” disorder – think “rainbow”

Asperger’s Syndrome is...

A mild form of Autism; sometimes (controversially) used interchangeably with “High Functioning Autism” (HFA)Sometimes confused with Nonverbal Learning Disorder (NLD) and Central Auditory Processing Disorder (CAPD) (also can be comorbid with these conditions)Even confused with ADHD (as per the DSM, all ADHD symptoms can be attributed to Asperger’s); some children are diagnosed ADHD prior to being re-diagnosed as Asperger’sBecoming more common and more studied; as such federal funding has increased by over 80% since 2001

Who Has Asperger’s?Even more children have Asperger’s than have Downs Syndrome (5 times as common)3 times more common than juvenile diabetesEstimates range from 1:132 to 1:150 of children 10 and under have an Autistic Spectrum DisorderSome areas of the country have a higher ratio of Asperger’s than othersMost commonly, boys (over 4:1) – possibly as high as 1 in 94 have a Spectrum DisorderConfirmed: Dan Akroyd, Temple GrandinTheoried: Bill Gates, Einstein, Newton, Jefferson, Jane Austen, Socrates, Michelangelo

What Causes Asperger’s?Origin thought to be genetic (potentially related to depression and/or bi-polar disorder)Silicon Valley connection not provenControversial debate regarding MMR immunizations as cause of Asperger’s Syndrome

Today's AgendaCharacteristics of Asperger's Syndrome

Examples illustrating the range (spectrum) of Asperger's Syndrome

Ideas on how to facilitate students with Asperger's Syndrome and work with their families

CharacteristicsStill being studied, researched, clarified, revised, and debatedFocus today: • Physical traits• Communication skill deficits• Sensory Integration Dysfunction (SID)• Social skills deficits• Personality quirks

Physical TraitsNew research suggests that a disproportionately large head is likely to be present in Asperger’s casesBrain is anatomically different and immature; it provides slow processing time and does not parse information as a typical brain wouldDelayed motor developmentPhysically clumsyAwkward gaitAtypical mannerismsWeak upper-body strengthLow endurance levelPoor handwriting

Communication Skill DeficitsMisunderstanding of tone of voice and body language (65% of typical meaning is through non-verbal cues)

Unusual speech patterns, odd prosidy

High pitched or flat intonations

Lack of slang or “kid-speak”

Lack of eye contact

Very literal – confused with double meanings, idioms, sarcasm

Lack of generalization in learning – every situation is new

Sensory Integration DysfunctionThe inability of the brain to correctly process information brought in by the senses

Hyper or hypo sensitive to light, sound, crowds and other external stimulation (can switch back and forth!)

Some SID kids crave certain stimulation but not others

Some level of fine and gross motor difficulty (poor handwriting, coordination, motor planning)

Vestibular (balance) issues; clumsiness

Stiffness in muscles, tires easily

A syndrome in and of itself

Social Skills DeficitsImmature

At risk for being bullied and ostracized

Sometimes seen as being “bad kids” (usually due to fight or flight nature of their reactions)

Inability to decipher social cues

Inappropriate responses socially and emotionally

Lack of emotional reciprocity/empathy

Difficulty making and keeping (age appropriate) friends

Superficial nature of relationships common

At risk for anxiety and depression in secondary school as a result of these deficits

Personality QuirksSolipsism – or the philosophy that “only the self exists”

Appear to be “in their own world”

A desire for structure and routine

Prefer activities that require relatively little verbal interaction

Over-reaction to things neurotypicals wouldn't be bothered by (being bumped in the hall, not finishing work)

Typically unable to lie

Tendency to see things as black or white

More rote knowledge than applicable meaning

Personality Quirks, continued…Rules oriented

Repetitive behaviors and ritualized activities (perseveration); echolalia

One or a limited few passionate interests

“Getting stuck”

Can shut down if overwhelmed

Prefer sameness, dislike changes to routine

Lack common sense

Real Life Examplesof the Autistic Spectrum

Nick Snyder (SID/mild Asperger’s)“Jake” (SID/Asperger’s)“Bobby” (autistic savant)“Cole” (autistic)“Zack” (autistic comorbid with MR)

Ideas on FacilitatingStudents with Asperger's

Academically…Positive attitude

“Learn about the learner from the Learner” (Kluth, 2005); survey likes and dislikes, needs and strengths

Instruct in classroom patterns, rules, and classroom and self organizationFigure out what they don't know; instruct student in systematic systems for achievement, patterns

Take advantage of special interests

Consider using learning centers, Reader’s Theatre, reciprocal teaching and re-tells

Define words and phrases explicitly and thoroughly

Academically, continued… Use visually explicit graphics and organizers for comprehensionProvide written instructions – on the board, handoutsExplicit, step-by-step instructions, small chunks (specific, not abstract)Recognize time is an issue; allow longer processing time and use visual timers and clocksGive choices, different ways to confirm learningPrompt for transitions so that the student can disengage comfortably

Socially…Build rapport, they need approvalInclude the student in classroom discussionsAssign classroom jobs (ownership)Utilize peer modelling, mentoringSocial skills practice, instruction and support (Social Cues Questionnaire, cause-effect tool)Use student-directed social stories or silent video interpretationAssign groups, don’t let students choose – but be flexibleBe consistent

Behaviorally (preventive)…Prepare yourself and your student for changes and transitions Diminish sensory input (especially visual and auditory)Visual schedules, point charts, rewards, and visual lists and reminders, visual and verbal promptsProvide fidget supports (similar to ADHD needs) and physical breaksTeach self-monitoring -- “How's your engine running?”Help identify what being out of control feels and looks like – then give them the tools to correct itProvide an “out”

Behaviorally (reactive)…Avoid power struggles, be empatheticRemain calm and comfortingQuiet voice, beware of touchDon’t insist on eye contactAvoid angry tone or body languageAim for privacyRefrain from punishments at this timeContinue to provide an “out”Remind student of positive behavior supports

Working with the Family

Emphasize “team” aspect of educationRecognize the 24/7 nature of Asperger’s SyndromeSuccess might be hard for parents to graspSymptoms change and develop over time but the condition does not go awayProvide resources and support for families; often they feel misunderstood as well

SummaryUtilize peer supportDon't take it personallyKeep track of triggersRemember visual works bestPrepare for changes in advanceHave empathy

There’s no “typical.” No portrait to paint.

No two who are alike.

Like snowflakes, they resemble, yet remain unique.

Therein lies the challenge

For parents, patients and physicians.

Author Unknown

Welcome to Hollandc1987 by Emily Perl Kingsley. All rights reserved

I am often asked to describe the experience of raising a child with a disability - to try to help people who have not shared that unique experience to understand it, to imagine how it would feel. It's like this......

When you're going to have a baby, it's like planning a fabulous vacation trip - to Italy. You buy a bunch of guide books and make your wonderful plans. The Coliseum. The Michelangelo David. The gondolas in Venice. You may learn some handy phrases in Italian. It's all very exciting.

After months of eager anticipation, the day finally arrives. You pack your bags and off you go. Several hours later, the plane lands. The stewardess comes in and says, "Welcome to Holland."

"Holland?!?" you say. "What do you mean Holland?? I signed up for Italy! I'm supposed to be in Italy. All my life I've dreamed of going to Italy."

But there's been a change in the flight plan. They've landed in Holland and there you must stay.The important thing is that they haven't taken you to a horrible, disgusting, filthy place, full of

pestilence, famine and disease. It's just a different place.So you must go out and buy new guide books. And you must learn a whole new language. And you

will meet a whole new group of people you would never have met.It's just a different place. It's slower-paced than Italy, less flashy than Italy. But after you've been

there for a while and you catch your breath, you look around.... and you begin to notice that Holland has windmills....and Holland has tulips. Holland even has Rembrandts.

But everyone you know is busy coming and going from Italy... and they're all bragging about what a wonderful time they had there. And for the rest of your life, you will say "Yes, that's where I was supposed to go. That's what I had planned."

And the pain of that will never, ever, ever, ever go away... because the loss of that dream is a very very significant loss.

But... if you spend your life mourning the fact that you didn't get to Italy, you may never be free to enjoy the very special, the very lovely things ... about Holland.

Written Resources...

A Parent’s Guide to Asperger Syndrome & High Functioning Autism by Drs. Sally Ozonoff, Geraldine Dawson, and James McPartland

A Thorn in my Pocket by Eustacia Cutler All Cats Have Asperger Syndrome by Kathy Hoopmann All Kinds Of Minds by Dr. Mel Levine Asperger Syndrome: What Teachers Need to Know by Matt Winter Blue Bottle Mystery (from the Asperger Adventure Mystery series) by Kathy

Hoopmann Can I Tell You About Asperger Syndrome? by Jude Welton Helping a Child with Nonverbal Learning Disorder or Asperger's Syndrome: A

Parents Guide by Kathryn Stewart How To Talk So Kids Can Learn by Adele Faber and Elaine Mazlish Quirky Kids: Understanding and Helping Your Child who Doesn’t Fit In – When to

Worry and When Not to Worry by Perri Klass, MD and Eileen Costello, MD Raising NLD Superstars: What Families with Nonverbal Learning Disabilities Need

To Know About Nurturing Confident, Competent Kids by Marcia Brown Rubenstein The Autism Acceptance Book: Being a Friend to Someone With Autism by Ellen

Sabin The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

by Carol Stock Kranowitz Thinking in Pictures by Temple Grandin This is Asperger Syndrome by Elisa Gagnon and Brenda Smith Myles

Online Resources... Asperger Syndrome Coalition of the US (ASC-US) www.asperger.org Asperger Syndrome Education Network (ASPEN) www.aspennj.org/ Assistive Technology for Children with Autism

http://www.specialed.us/autism/assist/asst10.htm Autism Society of America www.autism-society.org Autism4Teachers http://www.teachersfirst.com/getsource.cfm?id=9129 Dan Coulter (parent of Asperger’s child)

http://home.att.net/~coultervideo/newteach.htm do2Learn site (http://www.dotolearn.com/) My Precious Kid Child Safety Products http://www.mypreciouskid.com/child-

autism-safety.html National Autism Association http://www.nationalautismassociation.org/?

gclid=CMqL97ySz5YCFQkiagodsh4v2Q. Online Asperger Information and Support (OASIS)

www.udel.edu/bkirby/asperger Specifically, http://www.udel.edu/bkirby/asperger/as_thru_years.html

Secrets of Autism http://www.time.com/time/covers/1101020506/scautism.html Tin Strips: A Special Education Resource http://www.tinsnips.org/ Tony Attwood www.tonyattwood.com